MOVE - Moderation and Visualization for Group ... - INSPIRATION

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not as an object. You should also take into account that it is difficult for individuals to change their attitudes and practices. Individuals show a great reluctance to change the status quo because actual conditions may be a ‘known evil’. But the insecurity of a yet unfamiliar alternative may seem even worse. This is even more difficult when it comes to changing attitudes and behavioral patterns of large groups. A group event of the type outlined above may be necessary if there is a common problem for a group of people which should not or cannot be decided by an individual alone. The problem may comprise a political task or it may arise because of a technical necessity or a lack of knowledge, skills or attitudes. The focus of the required group event is not the expertise or the knowledge of external experts or trainers alone but the need or request to solve the given problem by or in close cooperation with the participants themselves (see Part 5). Therefore, it is most important to be familiar with the group assembling for the event. Homogeneity of the group can be desirable, but heterogeneity can be stimulating to help solve complex problems. The contents, program and subject of discussions at a group event are determined by the participants’ need for solving the prevailing problem. The identification of this problem in the field is difficult and should be undertaken together with the people concerned and stakeholders. But it may not be easy for participants to formulate their needs. On the basis of these considerations, the team of organizers and moderators of a group event should create favorable conditions to group dynamics. In case of a training course, moderators have a two-fold function: on the one hand, they coordinate, monitor and supervise. On the other hand, they are a member of the group. This is a basic principle in participatory learning and interactive training. Another principle is active participation in meetings which, in turn, increases motivation and communication among the group members. 21 In order to achieve the greatest possible participation, you should create conducive training and working situations. A variety of factors play a role, for example ■ training or working procedure ■ type of subject ■ composition of the group ■ participants’ communication capacity ■ skills or competences of the moderators ■ application of basic moderation and visualization elements ■ intensity of preparation and flexibility of organization. It is necessary to stress that any participatory approach is useless if there is no important reason or no common problem motivating the group to work together. Also, you should keep in mind that adapting the new training approach is a practical process of experiences and experiments, trial and error. Working in a team definitely is the best method to learn it. Above all, it should be clear that the MOVE approach
■ is not a ‘magic tool box‘ of elements and techniques. It is a process of cooperation and participation and depends on the mentality, on the attitudes and behaviors of the persons involved in the group process ■ is not a closed package. Instead, its elements and instruments are open to variation and adaptation ■ is not a list of ready-made recipes and answers. Applying it will challenge your creativity to find new forms, and to search for new ways. The MOVE approach evolved out of the need to find training approaches for involving each participant in the working process of group events, getting results understood, respected and agreed upon. It is based on scientific findings, while integrating different sources and being adapted to the needs of international and intercultural training and learning. In addition, it combines technical elements such as visualization with developmental conceptual elements like participation and cooperation and takes the human element, its senses, capacities and potentials into account. Contents are treated holistically in a cognitive, affective and practical way, addressing head, heart and hand. For example, a conclusion or insight such as “cooperation is a more efficient group behavior than competition” can be reached in various ways. You may read about or listen to a rational explanation which appeals to your cognitive dimension. You may engage in a game or role play which leads you into emotional contact with others and opens affective doors to the same conclusion. Also, you may get involved in a practical exercise that teaches you a lesson through learning by doing. As a moderator, you may either select one of those learning modes to 22 HEAD HEAD Cognitive dimension to to know know reach the intended learning objective or you can combine them so they reinforce each other. The ‘Head-Heart-Hand’ trilogy in achieving learning objectives is very similar to designing an effective communication or social marketing strategy. First, you analyze the knowledge, attitudes and practices of your target audience because you would like to identify what the people you want to reach know, feel and do about the subject matter of your message. Later, this socalled KAP Analysis helps you to formulate messages and select media or communication channels in a way that appeals to the cognitive, affective and psycho-motoric dimension of your target group most appropriately (see Oepen 2000). HEART HEART Affective dimension to to feel feel HAND HAND Psycho-motoric dimension to to do do
Page 1 and 2: MOVE Manual Moderation and Visualiz
Page 3 and 4: MOVE Manual Moderation and Visualiz
Page 5 and 6: This manual is dedicated to Carl Ko
Page 7 and 8: Prologue A Tale of Everyday Frustra
Page 9 and 10: Why MOVE? Most of us involved in or
Page 11 and 12: includes examples of potential use.
Page 14 and 15: The MOVE Concept Profile MOVE - Mod
Page 16 and 17: Roots MOVE - Moderation and Visuali
Page 18 and 19: wrongly), learning today has become
Page 22 and 23: MOVE means Teamwork The MOVE Modera
Page 24 and 25: The The Bully Bully Bully The The T
Page 26 and 27: Participants can then set up a mini
Page 28 and 29: If possible, the team should plan a
Page 30 and 31: MOVE Competences In Part 4, we will
Page 32 and 33: 33 Do’s and Don’ts for a Modera
Page 34 and 35: Functions Suitable methods and tool
Page 36 and 37: Interaction Competence Interaction
Page 38 and 39: Introduction Introduction of of of
Page 40 and 41: event’s last session because you
Page 42 and 43: It is useful for the moderation tea
Page 44 and 45: Guidelines for Group Work ■ Organ
Page 46 and 47: Phase Phase 3 3 3 - - Sharing Shari
Page 48 and 49: Phase Phase Phase 4 4 4 - - Impleme
Page 50 and 51: Visualization Competence Visualizat
Page 52 and 53: Guidelines Guidelines for for Using
Page 54 and 55: 1 8 - 12 pinboards: 122.5 x 150 cm
Page 56 and 57: From a methodological point of view
Page 58 and 59: external knowledge and information
Page 60 and 61: Participation Competence Participat
Page 62 and 63: So, let’s define communication as
Page 64 and 65: Guidelines Guidelines for for for I
Page 66 and 67: Dramaturgic Competence As far as th
Page 68 and 69: On-going evaluation is one of the b
Page 70 and 71:
participant from among the ‘selle
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■ Whenever possible and suitable,
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At times, you may need a very speci
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DSE Training Training Course Course
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Organizing Group Events In this Par
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Of course, the moderation and organ
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Sharing Sharing Sharing Results Res
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Cultural Cultural Program Program O
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end of the event you may compare th
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89 Annex Games and Exercises Select
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Games and Exercises “Games are li
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Roles Roles P PPeople P eople Play
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Broken Squares Learning Learning Ob
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Drawing Bricks Learning Learning Ob
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Guiding the Blind Learning Learning
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101
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Mapping your own City Learning Lear
Page 104 and 105:
Srinivasan: Srinivasan: Tools for C
Page 106 and 107:
ACT - Appropriate Communication in
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MOVE - Moderation and Visualization for Group ... - INSPIRATION

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